IMPLEMENTATION OF MOVEMENT-BASED ACTIVITIES DURING “READING” WORDLESS PICTURE BOOKS AT PRIMARY LEVEL OF EDUCATION

2021 ◽  
Author(s):  
Ivana Horváthová
Keyword(s):  
Picture Books ◽  
Level Of Education ◽  
Primary Level ◽  
Wordless Picture Books

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

scholarly journals Profile of new Patients attending Psychiatry Out-patient Department at Lumbini Medical College-Teaching Hospital, Palpa

2018 ◽  
Vol 6 (2) ◽  
pp. 42-44
Author(s):  
B Sharma ◽  
A Devkota ◽  
SC Pant
Keyword(s):  
Psychiatric Illness ◽  
Tertiary Care ◽  
College Teaching ◽  
Age Group ◽  
Household Work ◽  
Care Centre ◽  
Tertiary Care Centre ◽  
Level Of Education ◽  
Primary Level ◽  
Medical College

Introduction: Study on prevalence of psychiatric disorders in Palpa and nearby districts which lie in western Nepal, is not much studied till date. We therefore conducted this study aiming to see the pattern of psychiatric illness in an Outpatient Department of Lumbini Medical College which is a tertiary care centre located in Palpa district.Material And Method: : This is a retrospective study where outpatient record of all new cases attending the Psychiatry OPD from 29th Oct 2014 to 29th Dec 2014 were studied and statistical analysis were done. The number of new patients were 107.Results: Out of 107 patients, 60.74 % (65)) were females and 39.26 %( 42) were males. Patients of age group 31-40yrs showed the largest proportion (27.49%) followed by age group 41-50yrs (24.29%). Majority cases were illiterate (69.15%) followed by primary level of education (14.95%). The occupation of most of the cases were household work (35.51%) followed by farming (31.77%). Anxiety disorder (27.10%) was the most frequent diagnosis ahead of “Others” (18.69%) followed by depressive disorder (15.88%).Conclusion: Most of the new patients attending the psychiatry OPD of Lumbini Medical College were females, of 31-40 age group and most of the patients suffered from anxiety disorders. J Psychiatrists’ Association of Nepal Vol. 6, No. 2, 2017, Page: 42-44

Mother Tongue in Indigenous Script as Medium of Instruction

2017 ◽  
Vol 14 (1) ◽  
pp. 71-89
Author(s):  
Ruchira Das
Keyword(s):  
Cultural Heritage ◽  
Formal Education ◽  
West Bengal ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Tribal Community ◽  
Level Of Education ◽  
Primary Level ◽  
The Government ◽  
The City

Olchiki is the indigenous script of Santals, a dominant tribal community of West Bengal, formulated to promote and represent ‘adi’ cultural heritage and traditions in their mother tongue Santali. The script was recognised by the Government of West Bengal in 1978 and was introduced at the primary level of education. However, there have been contestations around its appropriateness as the medium of instruction for the migrant tribal community in the emerging context of the city and globalisation. These discourses have led to the formation of two distinct groups—those who support the introduction of Santali language in Olchiki as a means to formal education and those who resist usage of its script for schooling. In my article, I will present these conflicting views prevailing among the migrant Santals of a settlement called Santragachi, in Kolkata.

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